Conflict and cultural violence in . Transformation proposals from the school

Noemi Ordás García

Resumen Abstract

ste artículo relata una experiencia exitosa de his article narrates a successful experience of transformación de en un municipio transforming violence in a rural town in Erural de Colombia, mediante la intervención TColombia. It was made through the pedagogi- pedagógica en resolución de conflictos en comu- cal intervention in conflicts’ resolution within educa- nidades educativas afectadas por altos índices de vio- tional communities affected by high rates of direct, lencia directa, estructural y cultural. Considerando el structural, and cultural violence. Considering the conflicto desde una perspectiva crítica y positiva, conflict from a critical and positive perspective, the donde éste no es sólo inherente al ser humano y las purpose is to overcome the violence culture through organizaciones sociales sino que, además, es un ele- building, reeling off, and reassignment of meaning to mento necesario para la transformación de la the subjective dimensions of social actors, to their sociedad, el objetivo es superar la cultura de la violen- practices and discourses and, in this way, to the cia, a través de la construcción, deconstrucción y action values and patterns, which nourish the struc- resignificación de las dimensiones subjetivas de los tural and direct violence in Colombia. And this is so actores sociales, de sus prácticas y sus discursos y, de because conflict is not only inherent to the human esta forma, de las normas, valores y pautas de acción, being and to social organizations, but also because, que son la raíz que alimenta la violencia estructural y moreover, it is an element necessary to transform directa en Colombia. society.

NOEMI ORDÁS GARCÍA

Socióloga y conflictóloga, ha trabajado en diferentes países de Europa y América Latina en los ámbitos de la ayuda humanitaria, la investigación y la educación para la paz. Actualmente trabaja en la organización educativa Intercultura, es consultora de los posgrados en Conflic- tología de la UOC y asesora al Programa para la Prevención de la Violencia en el municipio de El Retiro, en Colombia. [email protected]

CONFLICTOLOGY, NUM 1, SEPTEMBER 2009 17

To the child boys and girls, the young, the teachers, the mothers and fathers of the Rural Educational Centre Carrizales, town of El Retiro, Colombia.

rom suffocation and height I see the fear tition against the other one, however many heads have of the sleepy city/ In the air nothing can to roll, by the patriarchal-authoritative culture,3 and by “Fbe guessed about the violence within the submission to the pater-messiah4 and to the idol.5 which everything spins/ Colombia goes on and the In line with this, nowadays most part of Colombian world knows nothing/ And, if it knows, it forgets/ children and youngsters form their own arguments, And everything goes on spinning/ Dying everyday is valuations, action patterns and social relationships a part of life”1 which are coherent with the violence they have suffe- Colombia is a country that generates contradictory red concerning the fairness of revenge. Violence is a feelings and its thousand different realities bring to way to being recognised and to achieving power. They confusion, shatter preconceptions and challenge cer- consider that the strong and powerful ones have the tainties. It is a country that hosts numerous direct, power to make decisions about the life of the others. structural, and cultural conflicts. The weakest ones are They do not appeal to the authority because they do scourged by misery, hunger, social inequity, despair and not trust in it or because they consider it as a shame- fear. Childhood is stained with violence within the ful act. They consider as good someone who does jus- family, in the community, at school and in society. And tice, no matter the means he may use. They think that too many generations have lived without enjoying the lies are a useful mean. They hold authoritarian posi- celebration of peace. In spite of that, paradoxically, tions. They refuse assuming social responsibilities and most part of the population lives as if nothing abnor- supporting other people in risky situations. They cre- mal would happen, or as if the end of violence would ate their own laws, and the like.6 All these values per- be imminent. Nevertheless, violence, in all its different petuate structural7 and direct8 violence. Therefore, if expressions always driven to the disallowance of the what we want to do is to transform the structures and symbolic or real other one, beats in every daily space. to overcome the violences in this country, it is neces- The conflict dynamics prevailing in Colombia are sary to revise the psycho-cultural9 elements by driving pervaded by a culture of denying the different one, by our efforts towards the transformation of all the intolerance, xenophobia, ethnocentrism,2 individua- social actors. In other words, we cannot postpone lism and profit making. They are pervaded by compe- facing cultural violence.

1 Niños. Pedro Guerra. 2 “We find three possible variations of ethnocentrism: the other one has an inferior moral (or set of habits) because he lives far away, because he is poor or because he belongs to another generation”, Gutiérrez Sanín, Francisco, p. 182. 3 The assignment of a superior position for men and of an inferior one for women. 4 Charismatic leader sent by God who was to become the liberator, putting the end to a period perceived as a negative one and inaugurating another one characterized by richness and prosperity. It means the submission to a superior being that liberates the individual from his free- dom of decision and, at the same time, moves him away from his responsibility towards the other one. 5 It seems, on many occasions, that the love for the nation, the flag, the State, God or freedom is above the care for others, as if the human being were an anonymous being. 6 Saldarriaga Vélez, Jaime Alberto, p.11. 7 Social exclusion, inequality, illiteracy, infrastructure problems, access to goods and services, the immobilism perpetuating the gap between social classes, the State’s absence, corruption, the lack of employment and education opportunities, lack of sufficient economic revenues, impunity, unequal distribution of property, etcetera. 8 ’ abuses, homicides, forced abductions, kidnappings, rape, sexist violence (physical, psychological or sexual mistreatment), tor- ture, minors’ mistreatment, child work, etcetera. 9 That is to say, “those“ perceptions, images, and meanings about the world that are built and shared with others within the frame of a com- mon culture.” Ariza, A. y Pulecio, C., p. 11.

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NOEMI ORDÁS GARCÍA CONFLICT AND CULTURAL VIOLENCE IN COLOMBIA. TRANSFORMATION PROPOSALS

Program of Conflict Resolution and Violence school abandon, as well as on the teachers’ lack of Prevention at the rural schools of El Retiro10 appropriate preparation and lack of resources to face The program was born at the end of 2007 with the the conflict situations their pupils bring in. aim to transform the war culture prevailing in Colombia The general purpose of the program is to imple- into a culture of peace, starting from three important ment new pedagogical practices in the town’s rural premises: schools integrating the whole educational community 1) After the family, the school is the main institution and having, as main axis, the management and regula- where the Colombian population is socialized and whe- tion of conflicts. This should be done by fostering re it assimilates action values and patterns; 2) the con- democratic and values in order to flict at school is an opportunity to reassign a meaning to form autonomous, responsible, and engaged indivi- the social practices of its authors; and 3) if we want to duals, who should be the real builders of a peace cultu- make an impact on the socialization of children and re and should be able to express the tensions and diffe- youngsters, it is necessary to involve in it all the mem- rences without having recourse to violence. The speci- bers of the educational community: pupils, teachers, fic purposes of the intervention are: 1) To create a cons- fathers and mothers. tructive and peaceful school atmosphere using the con- The program is carried out in El Retiro, a town 30 flict in a didactic way, from a non-violent and democra- Km. far from Medellín. Being the second town in tic perspective, so that, students learn to identify con- Colombia after Bogotá, it has 18.391 inhabitants flicts, to practice conflicts’ transformation abilities, and 57.88% of which (10,644 people) live in the rural area to figure out situations alternative to the known ones, and 3,000 live in total misery (less than a dollar per day). with a positive and optimistic attitude towards life. 2) To Apart from these high rates in poverty, the town has train rural teachers in new pedagogic practices of con- suffered the incursion of armed groups and the forced flicts’ transformation in order to improve coexistence at displacement because of the political, economical and school. 3) With those youngsters sent to the Family social violence afflicting Colombia. It is noteworthy, Commission because of their non-compliance with the among the main dynamics affecting the town,11 the pre- school and community rules, to work on non-violent sence of epidemiologic illnesses and malnutrition, the methodologies for conflicts’ transformation and to fos- violence of armed groups outside the law, the fear and ter coexistence and democratic values and principles. 4) the lack of confidence in the community, the violence To create Family Schools where the fathers and mothers within the family, sexual abuses on minors, high rates of interact, reflect on their practices, exchange knowledge alcohol abuse and consumption of psychoactive subs- and learn to solve problems in groups, putting empha- tances, unemployment, deterioration of neighbours’ sis on the unlearning of violence in the community, cul- coexistence, the poor connection of the population to tural, school and familiar life. the Health and Social Security General System, the high mortality rates for suicide, the water pollution and the The project is a comprehensive proposal based spread of plagues and illnesses. Concerning the educa- on four big pillars of the educational commu- tion, the infrastructures of El Retiro rural schools are nity: not in good conditions. Moreover, there are serious 1) Children’s component: it is based on the promo- deficiencies in the essential areas of the educational tion of values and abilities for coexistence (such as acti- curriculum, such as poorly structured programs, scarcity ve communication and listening, empathy, assertiveness, of supporting, educational, and recreational materials, confidence, self-esteem and esteem of others, coopera- and lack of scientific and technological grants. These tion, among others) through collaborative games and characteristics, together with problems such as low different dynamics. Moreover, a school mediation numbers of well trained teachers and the poor learning system is implemented in the beneficiary schools with opportunities, typical from the poorest communities, the aim of teaching children to talk until they unders- have an influence on the high rates of illiteracy and of tand each other. In this way, they will be able to trans-

10 This project is directed by the Corporación Correcaminos, which has been working in El Retiro for 12 years. More than 4,000 children (boys and girls) and youngsters have benefited from its activities: educational, artistic, scientific, and sport activities. For this reason, it is acknowl- edged by all the community sectors. The project is also fund by the resources given by the US organizations Give to Colombia and McMillan Children’s Foundation. It also counts on the technical and financial help of the El Retiro town hall, through the Education Directorate and the Family Commission. 11 Source: Town Development Plan 2008-2011 “El Retiro pa´Todos” (“El Retiro for everybody”).

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form the school daily conflicts so as not to harm them- of membership, and to strengthen local youth dynamics selves or the others. This method consists of six main and scenes from positive and conciliating perspectives. steps through which children actively participate in their All the Program’s methodologies, used in each one conflicts’ management. The work is based on the peace of its components, include a permanent and continuous education and the love pedagogy. Since, as Goethe said, educational process, which is based on the concepts of knowing that you are loved gives you more force than knowing you positive peace and conflict’s creative perspective. are strong: love’s certainty, when it exists, makes us invulnerable. Through the application of trouble methods (learning The methodology is based on the socio-affective through experience), it aims to help the beneficiaries to method which implies three phases: feeling, reflecting, critically reveal the complex and difficult reality, so as to and acting. face it and act consequently in order to build a peace 2) Teachers’ component: it consists of a course in culture in those communities. school conflicts’ treatment, personal consultancy, and classroom accompaniment. The starting point is that, in order to manage conflicts in the educational sector, OBTAINED RESULTS more effective and appropriate systems are needed than expulsion, judiciary intervention, and arrest. For this There have been numerous successes with children. reason, in the teachers’ course pedagogic alternatives are Just to mention a few, we can point out that affection, suggested to foster those attitudes and values that help unconditional support, artistic and creative activities create a positive atmosphere at school, where there will and games have allowed the learning and the develop- be respect, cooperation, responsibility, serenity, compas- ment of potentials in children that have improved the sion, self-esteem and esteem for the others will be pro- coexistence at school. The pupils have learned to iden- moted, among other things. Studying different kinds of tify violent and aggressive situations through games; conflicts and their management will help teachers to they have made progresses in learning and in the com- remember them when the occasion may arise and to be petences to solve conflicts in an autonomous way, res- ready to act. The work with teachers starts from the pecting the others and coming to satisfactory solutions following premises: a) at school, the penalizing ways of for both parties, without needing revenge; they have solving conflicts must be the last ones, they must look learned to create alternative paths and solutions for con- for other issues before; b) if atmospheres improve, the flicts, always through the word and the dialogue; they possibilities of violence reduce and other options to sol- have discovered that they are able to solve their pro- ve conflicts are found; c) protest must not be penalized, blems without the teacher’s help; there has been a decre- there must rather be a transition from unease to spea- ase in mockeries and in refusing the others’ opinions king, since words strengthen relationships; d) children and expressions, among other things. have to be made co-responsible for the conflict, so that Teachers benefiting from the program, on their side, they become responsible for the situation and are able have introduced new pedagogic actions to manage con- to ethically respond to their acts and to those of others. flicts beyond expulsion. They have progressed in 3) Families’ component: it consists of creating understanding conflicts as a pedagogic opportunity to Schools for Fathers and Mothers within the educational learn, transform, and improve school coexistence. And communities. Their purposes are: to get the families and they have realized that children can solve their conflicts the community involved in the school life; to accom- without their help and, in this way, they have more time pany and offer specialized, committed, and responsible to teach the planned courses. orientation for the resolution of inter-personal, family, As for the fathers and mothers, they are involved in community, educational and marital conflicts, among the programmed activities at the Families Schools. They others; to unlearn violence by becoming aware of the have questioned their daily way of acting and they have daily violent acts; and to promote the development of understood that there are other ways of facing conflicts more peaceful communities and homes. different from violence. It is noteworthy that some 4) Youngsters’ component: the proposal is based on youngsters and male adults have regularly attended the- forming youth groups so as to facilitate their appropria- se schools, breaking thus, the sexist prejudices that rela- tion of conceptual and practical elements for conflicts’ te spaces of this kind to women’s responsibility. transformations. Those principles and values will allow Concerning the results with the young ones, we them to re-dimension the conflict with positive ele- can underline the consolidation of a youth club in El ments, to act as mediators, to build identity and a sense Retiro. It allows destroying the stigma generated

20 CONFLICTOLOGY, NUM 1, SEPTEMBER 2009 NOEMI ORDÁS GARCÍA CONFLICT AND CULTURAL VIOLENCE IN COLOMBIA. TRANSFORMATION PROPOSALS about those boys and girls within the educational ins- getting into action concerning the task of looking for titution and the community. Different activities have non-violent and constructive issues for peaceful coexis- invited the youngsters to build new ways of commu- tence. We have to appeal to the responsibility of all nication with the others and to consider as theirs the society’s actors to make them feel all the problems as town public spaces in order to promote the sense of their own and generating the values of social commit- membership. Moreover, families and teachers have ment and solidarity, so as to reinforce peace, liberty and been offered reflection spaces where they have been responsibility as opposed to paternalism, authoritaria- able to identify the troublesome situations that are nism, and the belief that it is necessary to get rid of the caused by the link with young people, and to discover other one to achieve one’s objectives. new strategies that improve family and school coexis- Author’s note: for those people interested in tence. In line with this, those different dynamics have going further, the book Conflicto y violencia cultural en promoted abilities among the young ones to trans- Colombia. Propuestas de transformación desde la escuela13 form conflicts non-violently. includes a detailed analysis of the conflict situation in The evaluation of the obtained results has showed Colombia, as well as a systematization of the Pro- that it is possible to make contributions to the transfor- gram for Conflicts’ Resolution and Violence Preven- mation of the Colombian conflict and to overcome the tion that is carried out at the rural schools of El Reti- violence culture through the comprehensive pedagogic ro. There is a thorough description in it of the objec- intervention in educational communities that suffer tives, content, and methodologies used with children, situations of direct, structural, and cultural violence; youngsters, teachers and families. That work also through promoting learning for all the parties in the offers an evaluation of the project and the results sense that “any fair cause, if defended with terror, beco- achieved according to the indicators, as well as its real mes immediately illegitimate because it cancels the contribution to cultural violence. Similarly, the main human way of defending causes, which is the use of reflections and learning stemming from the project word and not its definite silencing”.12 are presented, as well as the proposals and action Therefore, we must be convinced that the violence recommendations according to the actors’ levels in circle is not inexorable. That Colombian society is not order to go on working on conflicts’ transformation. doomed to be violent. And that it will be possible to Finally, there is a series of annexes where, in the form progress considerably in the construction of the peace of index cards, the reader may have access to some of culture if the educational communities implement the sessions celebrated with the beneficiaries, so as to pedagogic systems being democratic and respecting the help understanding how to practically apply the pro- universal human rights. The target should be to show ject and how to learn, improve, and/or innovate from the current problems in order to underline the need of the experience carried out.

BIBLIOGRAPHY

ARIZA, A. AND PULECIO, C., (Compilers), ORDAS GARCIA, NOEMI, Conflicto y Violencia Cul- Tejiendo puentes: de puntos, cadenteas y chismes. Sobre la tural en Colombia. Propuestas de transformación desde la relación jóvenes-conflicto urbano en las ciudades de Cali, Bar- escuela. Tragaluz Editores, Medellín, 2008 rancabermeja, Bogotá y Medellín. Bogotá, 2004. SALDARRIAGA VELEZ, JAIME ALBERTO, GUTIERREZ SANIN, FRANCISCO, Aprendiza- Educar en la adversidad. Prácticas y estrategias escolares je, cultura, cultura de la cultura, “c” elevado al cubo frente al impacto de la violencia en niños y niñas, Medellín, y así sucesivamente, Nómadas, Nº 15. Corporación Región, 2006. MATE, REYES, La razón de los vencidos, Barcelona, TOWN DEVELOPMENT PLAN 2008-2011. “El Anthropos, 1991. Retiro pa´Todos”.

12 Mate, Reyes, La razón de los vencidos, Barcelona, Anthropos, 1991. 13 Ordás García, Noemi, Tragaluz Editores, Medellín, 2008.

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